This literature review explored areas that are often manifest in adult classrooms but insufficiently addressed or overlooked in preservice training and in-service professional development for educators of adults. Three overarching themes emerged: (a) educational background considerations (e.g., significant interruptions in formal education), (b) disability considerations (e.g., learning disabilities and students on the autism spectrum), and (c) status considerations (e.g., domestic violence and mental health issues). This overview of the identified themes was contextualized within andragogy, which posits ways that adults learn differently from children. Recommendations to enhance instructional approaches were interwoven throughout the review. Following the overview and instructional recommendations, preliminary assertions for strengthening preservice training and ongoing professional development for educators of adults and areas for future research were advanced.
For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergent mixed methods study was a preliminary attempt to address these issues. Eighty-five participants recruited throughout the United States were asked to reflect on the degree to which challenges, like learning dis/abilities, and oppressive dynamics, like racism and sexism, were addressed in their preservice preparation and ongoing PD through a 20-item survey instrument administered via Qualtrics. The findings revealed that issues closely related to language teaching were more commonly addressed, but learning challenges and oppressive dynamics were inadequately addressed, if at all. Suggestions included interweaving discussions of these issues and dynamics throughout preservice coursework but exploring them more extensively in ongoing PD. Limitations of the study and areas for future research were also identified.
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